Age and Task-Related Effects on Young Children’s Understanding of a Complex Picture Story
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Developmental study of children's story comprehension; educational psychology, not a study of educational research.
The study examines children's narrative development and story comprehension.
Developmental study of children's story understanding; educational psychology, not metaresearch.
Résumé
In this study we examined age- and task-related effects in story schema knowledge across an independent narrative task (story formulations) and a supported narrative task (answering questions). We also examined age-related changes to questions about the story as a whole. Participants were typically developing English-speaking children aged 4, 5, and 6 (50 per age group). Results showed more successful performance on all tasks as a function of age. In addition, all the children were more successful in the supported versus independent narrative context. Results are discussed in terms of the importance of oral narratives to social and educational milieus.
Conservé avec la notice de tri, où il sert de preuve aux étiquettes ci-dessus.
La notice
- Revue
- Alberta Journal of Educational Research
- Thématique
- Educational Research and Pedagogy
- Domaine
- Computer Science
- Établissements canadiens
- —
- Organismes subventionnaires
- Natural Sciences and Engineering Research Council of CanadaChildren's Health Foundation
- Mots-clés
- PsychologyDevelopmental psychologyTask (project management)
- Résumé présent dans OpenAlex
- oui